Category: History

During the Constitutional Convention, the discussion on whether or not to include a Bill of Rights occurred and the idea was rejected. Supporters of the Constitution, the Federalists, thought a bill of rights was unnecessary and even dangerous. The authors of The Federalist Papers, including James Madison, argued for ratification of the Constitution without a bill of rights. They thought no list of rights could be complete and that therefore it was best to make no list at all, lest the list become a limit to liberty and freedom as opposed to its guarantor (an idea later enshrined in the 9th Amendment).
However, New York and several other states were initially opposed to ratification and only agreed to ratify with the promise that the First Congress would add rights to the Constitution through the amendment process. They feared that without explicit restriction, the federal government would abuse those powers it was granted; primarily those found in Art. I Sec. 8., coupled with the Necessary and Proper [Elastic] Clause. The first declaration in the preamble to the Bill of Rights makes this concern explicit, reading: “The Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution.”
Taking what you have learned in class as the basis for your response, was the Bill of Rights a necessary addition to the Constitution? Why or why not? Does the 14th Amendment’s incorporation of the Bill of Rights onto the states, in addition to the federal government, alter the importance of the Bill of Rights? Be sure to provide a defense of your position.
Feel free to reference current events, including legislation, executive action, and judicial opinions in your response. Cite your sources!

For this assignment, you will CHOOSE ONE of the political parties to write on: either the Federalists OR the Republicans. Choose whichever party interests you or you feel you know the most about. Once you choose your party, you will assume the role of a member from that party – pretend that you are either a Federalist or Republican from the 1790s. There are three parts to this assignment:
Complete steps one and two in the same post:
1. Present four paragraphs consisting of six sentences for each paragraph. The first paragraph should explain, as specifically you can, what your profession is in the 1790s and why you choose your party. The second paragraph provides a specific political position you take as a member of that party, with explanation. The third paragraph provides a specific economic position you take as a member of that party, with explanation. The fourth paragraph provides a specific diplomatic position you take as a member of that party, with explanation. You will explain here which European nation you support, with explanation. In a final sentence identifies the political leader you most support. 2. Then write a paragraph of five to six sentences critiquing the document below appropriate to your party:
Federalists will analyse the Alien and Sedition Acts, identifying them and explaining what were the legitimate causes of them.
Republicans will analyse the Kentucky Resolutions, identifying them and explaining what were the legitimate causes of them.
This paragraph must not be less than 5 sentences or more than 6 sentences.

The mark scheme requirements: Structure and Focus:
• Engages closely with the question throughout, showing a mature appreciation of its wider implications; • Structure is lucid and allows for the development of a coherent and cogent argument;
• Factual evidence and descriiptive material is used to support the argument, and is both concise and relevant.
Argument and Expression:
• Fluent, coherent and accurate writing;
• Confident command of scholarly vocabulary used by historians;
• Goes well beyond the effective paraphrasing of the ideas of other historians;
• Good conceptual command of the historical and, where relevant, historiographical issues under discussion; • Displays originality and imagination, as well as analytical skills of a high order;
• Moves between generalizations and detailed discussion confidently.
Range of Knowledge:
• Demonstrates a comprehensive knowledge and good understanding of the subject under discussion;
• Demonstrates extensive in-depth reading and critical analysis of the texts, secondary literature and (where relevant) contemporary sources;
• Evaluates the nature and status of the evidence at their disposal; identifies contradictions and attempts a resolution.
Essay topic content:
Second World War and its effects on Britain at home and on the British Empire. The Second World War was a global conflict, fought out across multiple theatres in Europe, North Africa, East Africa and East Asia, with profound consequences for Imperial power and governance. This lecture will explore the build up to the war, as well as the way it affected the peoples’ lives from Manchester to Mumbai. Also how central questions of race and democracy became in the disruption and displacement of the war, exploring its consequences in Metropole and Colony. The thesis for the essay should also address this question: What does the British war effort tell us about wider Imperial governance? in order to fully answer the actual essay question
Use Secondary sources for the essay about 8-10 historians should be used including these specifically:
*Killingray, David and Plaut, Martin, Fighting for Britain: African Soldiers in the Second World War (Boydell & Brewer, 2010), Chapter 2 “Recruiting”, pp. 35-81
*Rose, Sonya, Which People’s War? National Identity and Citizenship in Britain, 1939-1945 (Oxford, 2003), Chapter 7 “Race, Empire and Nation”, pp. 239-284.
The other readings should be from this list: Barkawi, T., Soldiers of Empire: Indian and British Soldiers in World War II (Cambridge, 2017) Bland, Lucy Bland, Lucy, Britain’s ‘Brown Babies’: The Stories of Children Born to Black GIs and White Women in the Second World War (Manchester, 2020) Calder, Angus, The People’s War: Britain 1939-1945 (Pimlico, 1992) Chand, Alison, ‘Gendered identities in British regions in wartime: Women in reserved occupations in Glasgow and Clydside in the Second World War’, Journal of Scottish Historical Studies, 40/1 (2020) 40-62. Chevalier, Natacha, Food in Wartime Britain: Testimonies from the Kitchen Front, 1939-1945 (Routledge, 2020) Edgerton, David, ‘The nationalisation of British history: Historians, nationalism and the myths of 1940’, English Historical Review, 136/582 (2021), 950-985. Fennell, J., Fighting the People’s War: The British and Commonwealth Armies and the Second World War (Oxford, 2019) Field, Geoffrey, Blood, Sweat, and Toil: Remaking the British Working Class, 1939-1945 (Oxford, 2011) Gottlieb, Julie V., ‘Gender and the “Jews’ War”: Women, anti-semitism, and anti-war campaigns in Britain, 1938-1940’, Diplomacy & Statecraft, 31/4 (2020),745-770 Hinton, James, ‘The “Class” complex: Mass-observation and cultural distinction in pre-war Britain’, Past & Present, 199/1 (2008), 207-236. Jackson, A., The British Empire and the Second World War (London, 2006) Khan, Y. The Raj at War: A People’s History of India’s Second World War (London, 2015) Killingray, David and Plaut, Martin, Fighting for Britain: African Soldiers in the Second World War (Boydell & Brewer, 2010) Kushner, Tony ‘ “Without Intending any of the Most Undesirable Features of a Colour Bar”: Race Science, Europeanness and the British armed forces during the Twentieth Century’, Patterns of Prejudice, 46/3–4 (2012), 339–74. Raghavan, S., India’s War: The Making of Modern South Asia, 1939-1945 (London, 2017) Rose, Sonya, Which People’s War? National Identity and Citizenship in Britain, 1939-1945 (Oxford, 2003) Roy, Anwesha, ‘World War II and the prospect of “Quit India” in Bengal: Perceptions, rumours and revolutionary parties’, South Asia, 44/1 (2021), 16-32 Todman, D., Britain’s War: A New World, 1942-47 (London, 2020) Webster, Wendy, Englishness and Empire 1939-1965 (OUP, 2018) Webster, Wendy, Mixing It: Diversity in World War Two Britain (OUP, 2007) White, Jerry, The Battle of London, 1939-45: Endurance, Heroism and Frailty Under Fire (Bodley Head, 2021) PLEASE USE FOOTNOTE STYLE REFRENCING
I have attached some lecture slides to assist with understanding the topic –

– The paper will be a thesis argumentative essay (you present a logical argument for the validity of your thesis), with total citations and a bibliography on a separate page using articles, not just Google searching. The majority of sources must be academic books.
– What is the Saint Valentine’s Day Massacre 1929
– About The Masacire, what happened, who was involved, what was the result
-What did I learn from it, – why was it called the Valentine Massacre

History 11 Midterm Examination Study Guide
This document is for you to use to study. You are not required to hand it in. The study-guide is not worth any points itself.
The Midterm Exam will be posted here on Canvas by March 15 at 11:59pm. You will have until March 28 at 11:59pm complete and upload the exam. This will be a “take-home” open book exam (you will be expected to use the lectures and the textbooks). Please record all your answers and upload the single document (either as a .doc or .pdf file) to Canvas by the due date/time. The examination will have two sections.
You are expected to use and cite the Modules (lectures) and textbooks for the class to support your exam answers.
>>THIS IS THE LINK TO THE EXAM<>THIS IS THE LINK TO THE EXAM<< You are expected to use and cite the Modules (lectures) and textbooks for the class to support your exam answers. … You do not need to use formal citations on the exam. You can just mention in the text of your definitions and essay what source you are referencing. Section 1: (40%) This section will have you define four (4) terms out of a list of fifteen (15). Each definition will be worth ten (10) points. You will need to explain what the term means, but also how it is significant in terms of what you learned in the course (from the modules and the textbook readings). Please be sure to write in full sentences and double-space your answers. Each ID answer should consider “the 5 Ws” of the term whenever possible: Who What Where When Why (How) Possible Terms: Galileo Galilei The Reformation Dynasticism The New Capitalist Economy Humanism Nicholas Copernicus Niccolo Machiavelli Peace of Westphalia The Scientific Revolution Martin Luther Jesuits Florence The Renaissance The Medicis The Enlightenment Holy Roman Empire Leonardo da Vinci Italian City-States Michelangelo Buonarotti The Spanish Armada The Wars of Religion Protestantism Vittoria Colonna Purgatory “New Monarchs” Indulgences Pope Leo X The Counter-Reformation Life-likeness Second Agricultural Revolution Johann Gutenberg Desiderius Erasmus of Rotterdam Pluralism Tithes Section 2: (60%) The exam will include one (1) of the following short essay prompts. Please be sure to write in full sentences and double-space your answers. 1) After the First World War all the democracies of Europe experienced grave crises, both economic and political. What explains the disasters that befell Europe in the first half of the twentieth century? How were these crises interrelated and why did European parliamentary regimes seem so incapable of dealing effectively with them? 2) Discuss the long-term and short-term causes of the First World War. How was a political assassination transformed into a war that involved nearly every country in Europe? To what extent, and in what ways, did nationalist tensions in the Balkans between 1870 and 1914 contribute to the outbreak of the war? What aspects of Europe’s nineteenth-century history contributed to the First World War? 3) How and why did European build empires in Africa and Asia in the late 19th Century? What was different about this “New” Imperialism compared to “Old” Imperialism? How did the colonized people in Africa and Asia respond to European imperialism? Assess the extent to which the overseas empires had an impact upon European economic, cultural, and political life from 1870 to 1914. 4) To what extent was Russia’s entry into World War I a product of tsarist mismanagement? To what extent was it a result of larger international circumstances—for example, the balance of power system in Europe? Describe the political, economic and social impact that World War I had on Russia and its people, with a particular focus on the years 1916 and 1918. How were the Bolsheviks able to ride the Russian Revolution to power? TECHNICAL DETAILS FOR THE EXAM: Your entire exam should be typed, 12-point Times New Roman font, double-spaced, one-inch margin all around. IMPORTANT: You are expected to use and cite the Modules (lectures) and textbooks for the class to support your exam answers. Your definitions for Section 1 should be a short paragraph each, approximately 5-6 sentences long. They should be long enough to define the term sufficiently and put it in context (i.e. why is it important). Your essay in Section 2 should be approximately 4-5 pages (1000 to 1250 words) double spaced in length. It should answer the question as best as you think possible. Do not rely on long quotes from your sources in your exam! Quotes should be no longer than a sentence. You should paraphrase (write in your own words) wherever you can, but you must still cite your source when you do so (please use MLA formatting for your citations). If and when you do directly quote your sources, you must introduce the quote and not leave it standing by itself. Please also include a works cited page in your exam. Late exams are graded down one notch (B to B-) for every day of lateness. PROOF READ: More than 6 spelling or grammar mistakes will be graded down one letter grade (A to A-). Essay Rubric: A Shows insight, understanding, awareness of perspectives and historical contexts; develops reflective interpretation relating specific facts and situations to bigger patterns, themes, and ideas. Clearly asserted thesis, which is amply developed and persuasively supported with appropriate reasoning and evidence. Thesis and introduction are clear, concise and addresses the assignment prompt. Each paragraph has a clear, focused purpose and coherent relation to the whole. Effective conclusion; logical and persuasive overall. Accurate evidence directly and persuasively supports the argument. Readably clear and correct. Reveals a mastery of appropriate vocabulary. B-C+ Particular ideas or events are adequately described but poorly understood; OR broad perspective is attempted without adequate foundation in specifics. Formally adequate argument, but too much summary or assertion, too little supporting analysis or evidence to be fully persuasive. Structure is evident but inconsistent. A little difficult to follow; may be jumpy, clumpy, choppy, rambling. Does not completely address the prompt elements. Uses some relevant evidence but lacks breadth, context or persuasive focus. Does not use all suggested texts for historical background information. Writing is substantially technically correct. Occasional minor errors may be present, but prose is generally at college level. Some errors in formatting. C-D Simplistic; narrow; without context, perspective or interpretive depth. Lacks a clear point and coherent reasoning. Lacks logical structure and flow; random or disjointed; makes little sense. Lacks the use of relevant evidence, reveals incomplete knowledge and contains inaccuracies. Major pattern of errors or many sloppy mistakes. Confusing and very awkward

This is project involves researching a federal issue or concern and addressing that matter in a letter to a member of the United States Congress. IMPORTANT! This is research portion, you must do this for full credit on project. You submit letter in Part 2. If you only submit letter, that is deduction. Part 1: Define the Issue & Research & Analysis – 50 points (250 Words) Define the issue – This is the first step in completing this assignment and actively engaging as a citizen. In paragraph form clearly articulate a concern that is important to you and within the authority of the United States Congress. Explain your concern, how this impacts the United States and specifically the source of the Congress’ authority to address this issue. Please review chapter 3 in your textbook, for sources federal authority, ie. Constitutional authority and through the use of federal grants. Please support your position with two research sources. Analysis – Summarize your research and explain role Congress’ role in addressing this issue. What action would you like to see your Representative or Senator and the Congress as a whole take in this matter. Include in your discussion the obstacles to the outcome you are seeking. For Letter Part 2 – Go to the site United States House of Representatives (Links to an external site.) and find your representative. Here is your chance to advocate for your issue! You will write a letter to your Congressional Representative about a current national topic that is interesting to you. Explain your position and ask for support. Please research the topic before you write letter. Write the letter in proper letter format (Links to an external site.) (look at cite) and address the Representative in proper form. Or Google ‘writing a formal letter’ if you are not familiar with this medium. Also include citations of the information in your letter. You can mail this letter through the site electronically or regular mail. You will upload the letter to Turnitin. Let me know if you have questions &/or concerns. DIRECTIONS: Assignment must be at least 200 words, and any sources used must be documented with APA citation and parenthetical (intext) citations. Paper must be submitted to Turnitin in doc, docx, or rtf file versions only. NO PAGES! (Apple document).

Students will create a journal response of at least 500 words in length in response to the provided prompt.
As we know, history is alive through the connection between historical events and contemporary events that allow us to recognize, reflect, and apply the opportunities or challenges that arise. The varying culture and characteristics of the many native, migrated, or settlement people that eventually called the United States home also influenced how American civilization evolved and rose to meet challenges.
For this journal, you will discuss the historically influenced evolution of American civilization as follows:
First, you must identify and briefly describe each of the following:
a specific pre-Columbian culture, to include its distinctive tribal attributes,
a specific colonial era settlement, to include their distinct regional characteristics,
a specific early state or city settlement, and
a specific Civil War era state or city.
Then, for each group, give an example of a significant historical event that directly affected them. In light of these events and what you know about each society, what have we, as a society, learned or taken from each of these historical societies that can be clearly seen in our current world?

Please write me a 900 word paper over Deirdre Cooper Owens, Medical Bondage: Race, Gender, and the origins of American Gynecology on the theme, According to Owens, in what ways did understandings of enslaved women reflect the social, economic, and reproductive imperatives of slavery? Please write about the theme listed: According to Owens, in what ways did understandings of enslaved women reflect the social, economic, and reproductive imperatives of slavery? I will add the file for the pdf version of the book.

By this period in American history, radio was becoming very important to the entire nation. People would spend their evenings sitting in their living rooms listening to programs, being entertained, and gaining a greater understand of the world around them.
For this assignment, look online, and find an episode of a popular radio show from the time period that we are studying (nothing modern; the show should be from the 1920s-1940s)*. YouTube is often a good source, as is Old Radio World.
Listen to the episode, then create a PowerPoint presentation about it. This presentation should be about 10 slides long. Remember: every slide needs a citation for the information/images on it! If you need help, please review the PowerPoint Slide Template here.
You should include a link to the show you listened to, a visual image about the show, and a brief descriiption of what the show was about.
Then, think like a historian! (Because yes: historians who study pop culture are absolutely a thing.) You should tell me what the radio show you chose can reveal about American society at the time. Remember: these shows were created so that people would like them. Their goal is to appeal to people. Therefore, the writers/producers/etc. of radio shows created something they thought people would like, and if the show was popular, that means they succeeded! A radio show (or, for that matter, a novel or movie or TV show or podcast or blog or whatever else it might be) can tell historians what people liked, what people felt comfortable with, and what people’s assumptions were.
For example, think about questions like these (not every question will be relevant to every show, but this should give you an idea of the sorts of things you should be thinking about): who are the “bad guys” or the “good guys”, if it’s the kind of show that has them? What problems do the characters deal with? What constitutes a “happy ending”? What are the roles of men or women, or people of different races? What are the assumptions the writers are making? If it’s a scary show, what did the radio producers think people at the time were afraid of? If it’s a funny show, what did people at the time think was funny, and would we still think so? If the show you find still has its original commercials, those can be very informative too!
AGAIN, THIS UNIT COVERS THE PERIOD LEADING UP TO WORLD WAR II: YOU SHOULD NOT USE ANY CURRENT RADIO PROGRAMS AS A PART OF THIS WORK.*
Here are some of the radio shows you may encounter, but feel free to use other ones from the time as well. There’s something for everyone: comedy, suspense, true crime drama, superhero adventures, hard-boiled detective stories, science fiction, westerns, and adaptations of movies and classic books**.
“The Abbott and Costello Show”
“Amos ‘n Andy”
“Fibber McGee and Molly”
“Lights Out”
“Suspense”
“Dragnet”
“Gang Busters”
“The Adventures of Superman”
“The Green Hornet”
“Captain Midnight”
“The Shadow”
“The Adventures of Philip Marlowe”
“Richard Diamond, Private Detective”
“Buck Rogers in the 25th Century”
“The Lone Ranger”
“The New Adventures of Sherlock Holmes”
“Lux Radio Theatre”
“Mercury Theatre on the Air / Campbell Playhouse” (it changed its name)
*If you’re interested in more recent radio dramas, I know some really good ones, so shoot me an email and I’ll point you in the right direction! Just don’t use them in this assignment.
** Including, infamously, War of the Worlds; check out this tragicomedy for proof that current Americans aren’t the first to be fooled by fake news!

You may choose to do any of the three topics below.
Examine the ways the geography of ancient Egypt influenced religion. If the geography had been different, would the beliefs been different as well? Examine the causes and impact of the Peloponnesian Wars. Were they ultimately good for the city-states or pave they way for their collapse?
Examine how Sargon I established the first empire. What were the deficiencies in this form of rule that caused the fall of the Akkadians?
Some sources you may want to consider are:
books on the subject
journal articles
magazine articles
reference works
GENERAL ENCYCLOPEDIAS ARE POOR SOURCES.
USING YOUR TEXTBOOK AS A SOURCE IS NOT ACCEPTABLE.
WIKIPEDIA IS NOT ACCEPTABLE TO USE AS A SOURCE IN A COLLEGE PAPER.
You must use a minimum of five sources. Your sources must include:
Two books. Electronic or Google books are fine to use.
At least one journal or magazine article. A good place to get these is EBSCO or JSTOR.
No more than TWO internet sources, no including the above.
For any information that needs to be cited, you must use footnotes, endnotes, or parenthetical notation. You must use one of these and be consistent throughout the paper. A paper without one of these three will receive an automatic zero. For information on how to credit sources I recommend you utilize the Success Center. You are required to use MLA format unless you receive prior approval.
The paper MUST:
be double-spaced
have margins no larger than one inch
be in a font size NO LARGER than 12
have at least 5 pages of text and be no longer than 8 pages include a separate title page with, a title, your name, date of submission, and course number
Your grammar and spelling will be graded.
You must include a bibliography / work cited page. A paper without one will earn an automatic zero.
You will lose at letter grade, 10 points, for the following:
using less than 5 sources
using too many internet sources
using improper sources
if your paper is less than 5 FULL pages long
failing to credit your sources properly in the text
failing to credit your sources properly in your bibliography
if you do not number the pages on the pages of text
failing to include a proper title page.
Good luck. Start early. Early enough, so that if you have problems you will have time to fix them. If you are not sure about something, ASK!
PLAGIARISM
Plagiarism is using another’s words as your own. Do not use sentences or phrases from any print source or the internet without properly crediting the source. The goal is to put the ideas completely in your own words to demonstrate your understanding of history. The tutors in the Success Center can help you develop the skills necessary to avoid plagiarism. The Indiana University Writing Tutorial service is online source for information on plagiarism that has useful information on acceptable (and unacceptable) paraphrasing http://indiana.edu/~wts/wts/plagiarism.html It is your responsibility to know what plagiarism is and to avoid it. “ I didn’t know this was plagiarism” is not an acceptable reason for doing it.
Copying directly from any written or electronic source will result in an F for the assignment, possibly the course, and other disciplinary action.